用Flash Action Script制作交互式七巧板游戏

在实际课堂教学中,游戏类课件通过多变的实现方式、人机互动的参与模式,能够极大地促进学生的学习兴趣,提高参与意识.但是,在技术实现上,游戏类课件相对来说难度较大.既要考虑整个教学的设计,不能因游戏而分散学习目标,又要考虑充分利用Flash的互动功能来实现游戏效果.     

悦趣化学习在面向对象程序设计教学中的应用研究

悦趣化学习是一种"玩中学"的学习方式,通过激发学习者的学习动机促进学习,将学习融入游戏中,又称"游戏化学习"。悦趣化学习方式多种多样,文章就Robocode软件在面向对象程序设计教学中的应用进行研究,阐述Robocode在程序设计学习中的价值,论述Robocode在程序设计教学中的组织应用,同时也对悦趣化学习进行总结和反思。     

用Flash Action Script制作交互式七巧板游戏

在实际课堂教学中，游戏类课件通过多变的实现方式、人机互动的参与模式，能够极大地促进学生的学习兴趣，提高参与意识。但是，在技术实现上，游戏类课件相对来说难度较大。既要考虑整个教学的设计，不能因游戏而分散学习目标，又要考虑充分利用Flash的互动功能来实现游戏效果。不过，教师可以从游戏脚本入手，明确射击类、拼图类等游戏的制作原理，再加上自己的教学理念，就可以做出一个优秀的游戏类课件。     

互动式教学应用于小学信息技术课中的探讨

小学信息技术课程重在以信息技术学习作为培养学生参与互动和合作学习的手段,在学生熟悉的生活化的情境中,感受到信息技术课程与实际的相联性,体会到信息技术课程在实际生活中的价值与意义,从而在主动参与的互动氛围中,增加信息技术知识,提高信息技术素养.本文重点从游戏化信息技术教学和生活化信息技术教学两个层面加以阐述,谈谈在信息技术课堂中的互动与体验.     

融合社交利益与图注意力网络的同伴互评分数预测

在同伴互评过程中, 评估者会因为战略性评估而导致评估分数不准确. 本文考虑了评估者之间的社交利益关系, 提出了一种融合社交利益与图注意力网络的同伴互评分数预测方法GAT-SIROAN. 该方法由表示评估者与解决方案关系的加权网络SIROAN以及用来预测同伴互评分数的图注意力网络GAT构成. 在SIROAN中使用ITSA方法定义了评估者的两个特征: 自我评分能力和同伴评分能力, 并通过比较这两个特征来获取评估者之间的社交利益因子和关系. 在分数预测环节, 为了考虑每个节点的重要性, 使用自注意力机制来计算节点的注意力系数, 以此来提高预测能力. 采用最小化其均方根误差来学习网络的参数, 从而获取更准确的同伴互评预测分数. GAT-SIROAN在真实数据集上与平均值、中位数、PeerRank、RankwithTA以及GCN-SOAN这5个基线方法进行了对比实验, 结果表明GAT-SIROAN在RMSE指标上均优于基线方法.     

针对色彩教育的游戏化设计及效果分析

当前的研究普遍关注于运用游戏化来提高学习的参与度，但对于色彩教育这样的特定领域的游戏化研究还不充分，而且缺少对游戏化要素及学习效果影响因素的分析。针对这一问题，设计了一款用于训练色彩辨识能力的游戏模型。首先设计了核心玩法相同、但交互方式不同的两种玩法；然后在这两种玩法中都加入了相同的虚拟奖励；最后分别比较在有或无虚拟奖励的情况下两种玩法对训练效果的影响，以及在相同玩法下有无虚拟奖励对训练效果的影响。结果显示，玩法设计影响学习效率，而虚拟奖励显著影响参与度。     

浅谈在小学数学中开展游戏化教学的策略

数学是一门理论性强的学科,数学学习需要有足够的学习兴趣,因为他需要长时间的锻炼、培养其思维逻辑,只有对这门课程充满热情,才能更好地学习。通过游戏化教学,可以培养小学生的数学学习兴趣,还能构建良好的师生关系,活跃课堂气氛,并培养学生的学习动机,让学生在游戏化的学习中感受数学学习带来的乐趣,提高他们的学习效率。本文就开展游戏化教学进行了简要探讨。     

浅析游戏法在初中英语教学中的应用策略

采用游戏的方式组织教学活动,可以促进学生们学习兴趣的增加,创造出一种更加轻松,高效的氛围,提高学习的效果,初中英语教学中可以应用游戏法打造出互动的环境,让学生用英语进行思考和互动,提高他们英语的游戏化的设计能力,进一步的增强学生在活动中的获得感。     

巧用多媒体演绎精彩课堂——例谈信息技术与数学教学的有效整合

数学问题情境化,培养主动的学习机动 多媒体具有形象性、多样性、趣味性、直观性等特点,在教学中,用多媒体来创设情境,是激发学生学习动机的一种有效的手段.     

网络学习环境下学习动机的激发策略研究

教师通常采用各种形式的教学方法来解决学习者的学习动机激发问题.但如何更深层次地在网络环境下激发学者的学习动机,本文拟从学习动机的内涵入手,结合网络学习环境的特点,探讨网络学习过程中学习动机的特点及其影响,讨论网络学习中学习动机的激发策略,进一步丰富和发展激发学习动机的技巧.     

基于学习风格的自适应式虚拟交互方法的研究

新工科教育的改革推进了自适应学习的发展,以往的自适应方式对学习者的主观能动性的重视不足,且大部分已有研究无法提供个性化程度较高的交互体验.针对这些问题,该研究基于学习风格模型提出了一种自适应式虚拟现实交互的新方法.该方法设计了适用于虚拟交互环境的学习风格判断方式,通过分析学习者的主客观数据来判断其学习风格,由此对交互环...     

An Investigation of a Joyful Peer Response System: High Ability vs. Low Ability

Existing peer response approaches majorly take place in traditional educational contexts, where students may not be highly motivated. On the other hand, game-based learning takes a joyful way to enhance students’ motivation. Accordingly, we propose a joyful peer response (JPR), where game-based learning and peer response are integrated together. Furthermore, two empirical studies were conducted to investigate how high- and low-ability students perform in the JPR and how their perceptions are associated with their performance. Regarding the former, the findings suggest that the JPR is beneficial to high- and low-ability students. Regarding the latter, the findings imply that the writing performance of the high-ability students is majorly related to their perceptions of game elements. On the other hand, the writing performance of the low-ability students is related to their perceptions of both game elements and peer response.     

基于随机博弈的Agent协同强化学习方法

本文针对一类追求系统得益最大化的协作团队的学习问题，基于随机博弈的思想，提出了一种新的多Agent协同强化学习方法。协作团队中的每个Agent通过观察协作相识者的历史行为，依照随机博弈模型预测其行为策略，进而得出最优的联合行为策略。     

A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses

Inquiry-based learning, an effective instructional strategy, can be in the form of a problem or task for triggering student engagement. However, how to situate students in meaningful inquiry activities remains to be settled, especially for social studies courses. In this study, a contextual educational computer game is developed to improve students' learning performance based on an inquiry-based learning strategy. An experiment has been conducted on an elementary school social studies course to evaluate the effects of the proposed approach on the inquiry-based learning performances of students with different learning styles. The experimental results indicate that the proposed approach effectively enhanced the students' learning effects in terms of their learning achievement, learning motivation, satisfaction degree and flow state. Furthermore, it is also found that the proposed approach benefited the “active” learning style students more than the “reflective” style students in terms of learning achievement. This suggests the need to provide additional supports to students with particular learning styles in the future.     

基于课程学习的无监督常识问答模型

无监督常识问答是利用机器自动生成问答数据来对模型进行训练的问答模型,目前方法生成的问答数据中存在噪声数据和问题的难度随机的问题。提出一种基于课程学习的无监督常识问答模型,首先根据知识生成问答数据集,再对问答数据集进行多样化评估和流畅性评估,结合两个评估结果进行数据过滤,去除噪声数据;最后根据课程学习策略,使用干扰项与正确答案的相似度作为问题难度评估标准,使得模型根据难度等级来进行训练。在测试任务上具有1.5%～3.5%的准确率提升,证明了该模型在无监督常识问答任务上的有效性。     

Outcomes for design and learning when teenagers with autism codesign a serious game: A pilot study

Digital educational games research tends to lack ecological validity by not adequately taking into account the views and perspectives of children and young people with autism spectrum disorders (ASD). This paper is a pilot study that explores and analyses an academic‐based educational game that was co‐designed with and for young people with ASD. The serious game aims to help the players learn Geography‐specific knowledge and integrates several strategic features so that users can collaborate together against the computer or compete against each other. The educational game was evaluated over 5 sessions by 3 peer teams from 2 different special educational institutions, involving a total of 6 students with ASD. The participants were positive about their enjoyment, motivation, and social engagement. The results showed that the players' level of competitiveness not only influenced the experience within the game but also the interaction within the peer teams. The game mechanisms did help the participants with ASD increase their knowledge in Geography content. The main conclusion is that there are considerable benefits of including children with ASD in the design process and future research should explore more fully on how their involvement can enhance curriculum‐based learning as well as social engagement within the classroom.     

The effects of computer games on primary school students’ achievement and motivation in geography learning

The implementation of a computer game for learning about geography by primary school students is the focus of this article. Researchers designed and developed a three-dimensional educational computer game. Twenty four students in fourth and fifth grades in a private school in Ankara, Turkey learnt about world continents and countries through this game for three weeks. The effects of the game environment on students’ achievement and motivation and related implementation issues were examined through both quantitative and qualitative methods. An analysis of pre and post achievement tests showed that students made significant learning gains by participating in the game-based learning environment. When comparing their motivations while learning in the game-based learning environment and in their traditional school environment, it was found that students demonstrated statistically significant higher intrinsic motivations and statistically significant lower extrinsic motivations learning in the game-based environment. In addition, they had decreased focus on getting grades and they were more independent while participating in the game-based activities. These positive effects on learning and motivation, and the positive attitudes of students and teachers suggest that computer games can be used as an ICT tool in formal learning environments to support students in effective geography learning.     

My‐Mini‐Pet: a handheld pet‐nurturing game to engage students in arithmetic practices

In the last decade, more and more games have been developed for handheld devices. Furthermore, the popularity of handheld devices and increase of wireless computing can be taken advantage of to provide students with more learning opportunities. Games also could bring promising benefits – specifically, motivating students to learn/play, sustaining their interest, reflecting their learning/playing status, and facilitating the learning/playing progress. However, most of these have been designed for entertainment rather than education. Hence, in this study we incorporate game elements into a learning environment. The My‐Mini‐Pet system is a handheld pet‐nurturing game environment, in which students learn with an animal learning companion, their My‐Mini‐Pet. Three design strategies are adopted. First, the pet‐nurturing strategy, which simulates the relationship between the pet and its owner, the My‐Mini‐Pet becomes a motivator/sustainer of learning. Second, the pet appearance‐changing strategy, which externalizes the learning status of the student. In other words, the My‐Mini‐Pet plays the role of a reflector. Third, the pet feedback strategy, which links the behaviours of the student and his/her pet, the My‐Mini‐Pet acts as a facilitator of learning. A pilot study was also conducted to preliminarily investigate the effectiveness and experiences of the strategies on allowing the student to understand arithmetic practices. The results showed that the strategy was effective, encouraging the students to engage in learning activities. Furthermore, the game attracted the students’ attention and stimulated discussion between peers. Some implications about the further developments are also discussed.     

Using augmented reality to support a software editing course for college students

This study aimed to explore whether integrating augmented reality (AR) techniques could support a software editing course and to examine the different learning effects for students using online‐based and AR‐based blended learning strategies. The researcher adopted a comparative research approach with a total of 103 college students participating in the study. The experimental group (E.G.) learned with the AR‐based contents, while the control group (C.G.) learned with the online‐based support. The findings demonstrated the potential of AR techniques for supporting students' learning motivation and peer learning interaction, and the AR‐based contents could be used as scaffolding to better support blended learning strategies. The AR‐based learning interaction could also be a trigger arousing learners' interest in becoming active learners and the students presented great learning involvement after the AR‐based supports were removed, while the learners in the C.G. were passive once the supports had been removed. Moreover, it was found that (1) their lack of experience with AR interaction and applications, (2) the slow speed of the Internet in the school, (3) the affordances of each learner's mobile learning devices, (4) the screen size of the learning interface and (5) the overloading of the learning information from the AR contents and teacher lectures might be the reasons why the learners were still more used to the online‐based support. It was therefore concluded that when integrating AR applications into a course, technology educational researchers should take into careful consideration the target learning content design, the amount of information displayed on the mobile screen and the affordances of the learning equipment and classroom environment so as to achieve a suitable learning scenario.     

Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game‐based learning

Memorizing English vocabulary is often considered uninteresting, and a lack of motivation exists during learning activities. Moreover, most vocabulary practice systems automatically select words from articles and do not provide integrated model methods for students. Therefore, this study constructed a mobile game‐based English vocabulary practice system, which imitates the popular block elimination game and combines test items of article, difficulty, and teacher model in accordance with curriculum objectives and demands. The participants were first‐year students and classified into traditional group (Group T) and game‐based group (Group G), and learning effectiveness and motivation were analysed in this study. According to statistical analysis results, students who used the game‐based vocabulary practice system, which could captivate their attention and interest, had higher learning effectiveness and provided positive feedback of learning motivation. Furthermore, English teachers could select teaching materials that are consistent with the features, knowledge, and cultural background of learners to improve the relevance dimension of learning motivation.